Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction

By Agran Martin  

Association for the Severely Handicapped. Journal (JASH), Vol. 31, Iss. 3, 2006-09 ,pp. : 230-241

TASH Publishing

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Early Numeracy Instruction for Students With Moderate and Severe Developmental Disabilities

By Browder Diane M.   Jimenez Bree A.   Spooner Fred   Saunders Alicia   Hudson Melissa   Bethune Keri S.  

Association for the Severely Handicapped. Journal (JASH), Vol. 37, Iss. 4, 2013-12 ,pp. : 308-320

TASH Publishing

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Enhancing Choice and Participation for Adults with Severe Disabilities in Community-Based Instruction

By Cooper Karena J  

Association for the Severely Handicapped. Journal (JASH), Vol. 23, Iss. 3, 1998-09 ,pp. : 252-260

TASH Publishing

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Introduction to Special Issue: Self-Determination Reexamined Are People With Severe Disabilities Any More Self-Determined? Introduction to the Special Issue on Self-Determination: How Far Have We Come?

By Agran Martin  

Association for the Severely Handicapped. Journal (JASH), Vol. 30, Iss. 3, 2005-07 ,pp. : 105-107

TASH Publishing

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A National Survey of the Educational Planning and Language Instruction Practices for Students With Moderate to Severe Disabilities Who Are English Language Learners

By Mueller Tracy Gershwin  

Association for the Severely Handicapped. Journal (JASH), Vol. 31, Iss. 3, 2006-09 ,pp. : 242-254

TASH Publishing

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